ABSTRACT
This work is being developed within the scope of Manna_Team. It investigates the role of Computational Thinking (CT) in the training of teachers for Basic Education through a systematic literature review. CT is recognized as an essential competency in the contemporary educational context, encompassing skills such as abstraction, decomposition, and pattern recognition. Despite the inclusion of CT in the National Common Curricular Base (BNCC) as a transversal competency, its implementation faces significant challenges, particularly regarding teacher training. This research analyzes methodologies, resources, and obstacles encountered in both initial and continuing education for teachers, highlighting the scarcity of teaching materials and the lack of adequate training. The results indicate that active methodologies, such as experiential learning and the use of tools like Scratch and MIT App Inventor, are fundamental for integrating CT into the curriculum. The study concludes that coordinated actions are essential to overcome existing barriers, ensuring teacher training empowers educators to effectively apply CT in their pedagogical practices.